2019年度 シラバス情報詳細

●時間割コード
20190024358

●科目区分
言語文化Ⅰ

●科目名
英語(コミュニケーション)
●主担当教員名
三輪 晃司

●単位数
2単位

●開講時期
Ⅱ期
木・3
●対象学部
工(化生・マテ・土建)



●本授業の目的およびねらい

リスニングとスピーキングを主としたコミュニケーションの能力を高める授業。日常会話、さらにはディスカッションやプレゼンテーションのための基礎力を養成する。

●履修条件あるいは関連する科目等

Please refer to the guidelines on the undergraduate English studies.

●授業内容

As a rule, the language of instruction is English. Each week, several students will serve as a discussion leader to facilitate in-class discussions on a particular topic, following the schedule below.

Week 1: What is Academic English Communication?
Week 2: Being yourself, international jokes
Week 3: Foreign cultures
Week 4: Foreign languages
Week 5: Traveling
Week 6: Sports
Week 7: Movies and books
Week 8: Heroes
Week 9: Pets
Week 10: Friends
Week 11: Romantic relationship and marriage
Week 12: Working in society
Week 13: Inventions
Week 14: Happiness
Week 15: Topics of students’ interest, meaning of life

The above course plan is tentative and subject to revision during the semester, depending on students’ progress and, to an extent, topics of their interest.

●成績評価の方法

Gyutto-e (20%), TOEFL ITP & Criterion (30%), In-class discussion leading (10% * 2), class-level participation (15%), individual-level participation (15%)

●教科書

There is no textbook. Printed materials will be handed out in class if necessary.

●参考書

Not applicable

●注意事項

対面授業に加え、課外学習として、英語(コミュニケーション)用「ぎゅっとe」リスニングを課し、その消化率に基づく評価を授業全体の評価の20%とする。また、TOEFLITPの成績(Listening、Structure)の評価を30%とする。5回以上欠席をした場合、「欠席」の評価がつく。履修取り下げ制度は採用しない。

●本授業に関する参照Webページ



●担当者からの言葉(Webページのみ表示)

課外学習の説明資料は、アカデミック・イングリッシュ支援室のサイト ( http://elearn.ilas.nagoya-u.ac.jp/access/ ) からダウンロードすること。
I generally believe that the ultimate goal of teaching is to help students to develop self-confidence and independent attitude towards learning. To this end, I value students' contribution in class. As the course instructor, I would like to follow the principles and teachings in The Seven Habits of Highly Effective People (Covey, 1989). That is, I would like to make sure that students (and I) become proactive by focusing on what can be controlled rather than what cannot be controlled, have specific goals in mind, and set their priorities straight to achieve what is important in the long-run. Because second language acquisition requires painstaking commitment, the proactive, ambitious, and independent attitudes are particularly important. I will also be careful not to impose my own opinions, without first listening to students’ thoughts.


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